4428 Rockcrest Drive Fairfax, VA 22032-1820 (703) 978-0313 1-800-STATMAN Fax: (703) 978-1776 iriinc@aol.com www.irism.com

Interaction Research Institute, Inc.

Technical Report 0811 August 2011

U.S. Marine Corps Advisor

Training Impact System

(MATIS)

OEF Advisor Teams

3rd Battalion, 5th Marines Deployed Sep 2010 – Apr 2011

Prepared for:

Marine Air Ground Task Force Training Command Advisor Training Group Twentynine Palms, CA

Interaction Research Institute, Inc. 4428 Rockcrest Drive, Fairfax, Virginia 22032

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Marine Advisor Training Impact System (MATIS) Survey:

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Point of Contact: Thomas D. Affourtit, Ph.D. Lieutenant Colonel, USMC (Ret) iriinc@aol.com | www.irism.com (703) 978-0313 | 1.800.STATMAN

Table of Contents

Foreword ............................................................................................... i Executive Summary .............................................................................. ii MATIS Scores ......................................................................................... 1 MATIS Scores by Team Type ................................................................. 2

Team Demographics............................................................................... 3 Comment Tabulations ............................................................................. 4 Verbatim Comments by Team/Rank ...................................................... 6

Training Preparation ............................................................................... 6

Barriers to Mission Accomplishment ........................................................... 9

APPENDICES

MATIS Survey Form ............................................................................................. A-1

Marine Advisor Training Enhancement System .............................................. A-3

Foreword

The Marine Advisor Training Impact System (MATIS) was developed to provide an efficient method to track advisor effectiveness in terms of impact in theater. The system focuses on specific competencies as measured by results and outcomes during deployment, and by host country readiness to assume security operations. The system is designed to assure timely and concise mission relevant feedback that can be linked to training effectiveness and mission accomplishment. Dynamic reports of progress provide actionable findings and training recommendations during and after deployment. Implementation requires less than 30 minutes to complete data collection, and the dynamic system can produce instant feedback on request. The MATIS measures advisor readiness to accomplish mission requirements. The program is designed to provide direct feedback to practitioners; those who implement the training and preparation process. The MATIS is administered on a voluntary and anonymous basis. Results can be quickly analyzed to assess training readiness and mission accomplishment by team type, area of operation, billet, deployment period, rank, MOS, time with counterpart, and other relevant criteria. The MATIS is augmented with a series of direct narrations of debriefs that further qualify responses to the survey, and lend interpretive evidence to support conclusions and recommendations. In summary, the MATIS is a systematic approach to advisor preparedness that provides detailed information on training effectiveness and impact in theater for the planning and execution of all phases of the training cycle.

Interaction Research Institute, Inc. i

ii

Executive Summary

This report analyzes the Marine Advisor Training Impact System (MATIS) results for 16 Marine Advisors from 3rd Battalion, 5th Marines who served in Afghanistan from September 2010 through April 2011. Participating respondents served on a Kandak Afghan National Army Team (ETT), and two District Police Advisory Teams (PAT). Most of the Advisors participated in pre-deployment training at I MEF Advisor Training Cell (ATC) and Marine Air Ground Task Force Training Command (MAGTFTC) Advisor Training Group (ATG). Advisor Impact Quantitative and qualitative findings reveal that Advisor pre-deployment training is developing the knowledge, skills and abilities required to accomplish the mission. Advisors consider themselves most prepared to work and live harmoniously with other team members. This is in sharp contrast to MATIS findings during OIF when teams were primarily globally sourced. Since teams have been sourced directly from parent battalions, the issue of team cohesion as the major impediment to mission accomplishment has virtually disappeared. Teams also judged themselves well prepared to execute the role of their team billet, adapt to

changing situations, cultivate relationships with counterparts, and conduct combined tactical

operations.

However, OIF and OEF findings disclose similar difficulties attaining current and sufficient knowledge about the deployment Area of Operations (AO), and the capability to improve the Host Nation Security Force planning and logistics.

Results also reveal lower preparedness to communicate with the Host Nation populace in Afghanistan, due to challenges targeting curricula to the primary language and dialect within the deployment AO. Additional language training attained independently by one of the 3/5 team members illustrates the advantage of comprehensive language training for selected Advisor trainees, based on language proficiency scores.

One of the Team Leaders assumed the position in theater without the benefit of pre-deployment training. Critical incident interviews of subordinate team members stressed the importance of pre-deployment training to inculcate the advisory role and mindset to better foster ANSF independence.

Recommendations Live scenario exercises with role players and interpreters are considered the most beneficial preparation for deployment. Participation in realistic exercises increases ability to tolerate stress and culture shock as well as enhancing operational effectiveness. Advisors reported that the opportunity to work with interpreters and practice speaking the target culture language enabled them to hone communication and language skills gained through classroom instruction. ATG’s

recent increase in role player and interpreter interactions should accelerate establishment of rapport and mission accomplishment.

iii

The following curriculum enhancements were offered by 3/5 Advisor Team members:

Include scenarios that require operations at the squad level, versus the whole team operating as a single maneuver unit.

Reduce role player operational proficiency during exercises to realistically prepare for ANSF competency levels.

Ensure that language training and interpreter support are targeted to counterpart and civilian populations within the Area of Operations.

Solicit and include current information on ANSF organization and processes, and the deployment AO.

Provide examples of reports required by the RCT Headquarters Element.

Investigate and eliminate redundancy in training segments among training commands.

More interaction with parent Battalion during training. This has already been implemented for ANA teams via participation in CHB-2 during the ATG FinEx.

Additional culture and Train-the-Trainer sessions with strategies designed to motivate ANSF members and demonstrate the benefits of training/advice, including learning methodologies to increase ANSF retention of lessons imparted.

Provide in-depth training on foreign weapons, communication assets, and combined tactical operations.

Establish roundtables with recently returned advisors.

This report is preliminary in nature. The primary intent of the MATIS is to provide expeditious results and actionable findings to training commands. The MATIS survey is typically administered during post-deployment out-processing, affording a 100% sample to ensure representativeness. MATIS items and comment fields can be modified to assess particular issues of interest. MATIS data can provide further analysis with respect to any criteria listed on the survey form.

Interaction Research Institute, Inc. 1

MATIS Scores

OEF Advisor Teams

3rd Battalion, 5th Marines Deployed Sep 2010 – Apr 2011

0 25 50 75 100

Score

Appreciate and understand the Afghan culture

Sufficient knowledge about AO

Assume adv isory role and mindset

Execute the role of their team billet

Cultiv ate relationships with counterparts

Adapt to changing situations

Tolerate stress and culture shock

Communicate with Afghan citizens

Work with interpreter to communicate

Negotiate to reach mutually beneficial decision

Prov ide training to counterpart unit(s)

Improv e ANSF planning and logistics

Conduct combined tactical operations

Foster sustainable ANSF process improv ements

Adv ance operational readiness of counterpart units

Work & liv e harmoniously with other team members

46.4

70.0

36.7

65.6

45.3

65.6

39.1

68.8

71.9

70.3

59.4

43.8

68.8

71.9

53.3

76.6

Not at all prepared

Somewhat prepared

Prepared Well prepared

Very well prepared

Marine Advisor Impact Quotient (MAIQ): 3/5 : 59.8 ETT : 55.3 PATs : 61.8

MATIS categories were derived from debriefs with returning Marine Advisors. Scores reflect

the level of preparedness to accomplish the mission.

Scores were calculated from responses to the MATIS Survey (A-1).

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MATIS Score Comparison

Table 1

Scores by 3/5 Team Types

Kandak ANA Team (ETT) vs. District Police Advisor Teams (PAT)

No. Item / Team Type ETT PAT Avg No of Respondents 5 11 16

1 Appreciate and understand the Afghan culture. 55.0 61.4 59.4

2 Sufficient knowledge about our Area of Operations. 30.0 50.0 43.8

3 Assume an advisory role and mindset. 65.0 70.5 68.8

4 Execute the role of their team billet. 70.0 72.7 71.9

5 Cultivate relationships with counterparts. 70.0 70.5 70.3

6 Adapt to changing situations. 75.0 70.5 71.9

7 Tolerate stress and culture shock. 65.0 70.5 68.8

8 Communicate with Afghan citizens. 40.0 38.6 39.1

9 Work with interpreter(s) to communicate with counterparts. 40.0 77.3 65.6

10 Negotiate to reach a mutually beneficial decision. 50.0 43.2 45.3

11 Provide training to counterpart unit(s). 60.0 68.2 65.6

12 Improve ANSF planning and logistics. 35.0 37.5 36.7

13 Conduct combined tactical operations. 55.0 77.5 70.0

14 Foster sustainable ANSF process improvements. 45.0 47.2 46.4

15 Advance the operational readiness of counterpart unit(s). 45.0 57.5 53.3

16 Work and live harmoniously with other team members. 85.0 72.7 76.6

Marine Advisor Impact Quotient 55.3 61.8 59.8

Note: BN 3/5 Advisor Teams were deployed from Sep 2010 through Apr 2011. They were

stationed in the Sangin and Kajaki Districts within Helmand Province. Most completed the entire training packages at I MEF ATC and MAGTFTC ATG.

Interaction Research Institute, Inc. 3

MATIS Respondent Demographics OEF Advisor Teams

3rd Battalion, 5th Marines

Table 1

Respondents by Unit Type

Unit Deployed Number Percent Kandak ETT Sep 2010 - Apr 2011 5 31.3

District PAT Sep 2010 - Apr 2011 11 68.8

Total 16 100.0

Table 2

Respondents by Rank

Rank Number Percent O4 - O6 1 6.3

O1 - O3 4 25.0

E6 - E9 2 12.5

E1 - E5 9 56.3

Total 16 100.0

Table 3

Time Interacting with Counterparts

Time interacting with counterparts Number Percent less than 1% 0 0.0

1 - 25% 0 0.0

26 - 50% 3 18.8

51 - 75% 5 31.3

76 - 100% 8 50.0

Total 16 100.0

Comment Tabulations3/5 Advisor Teams

Deployed Sep 2010 - Apr 2011

Most Beneficial Training Code Category Number PercentSEN Practical Application / Scenarios / Role Playing / Interaction 6 37.5CUL Culture 5 31.3TRP How to utilitize Interpreters 2 12.5LNG Language 1 6.3EXP Previous experience as Advisor 1 6.3WST White Space Training developed by Team 1 6.3ALL All the training was beneficial 1 6.3

Least Beneficial Training - Improvement NeededCode Category Number PercentBET More in-depth training, less redundancy 7 46.7LNG Language 4 26.7CUL Culture 1 6.7SEN Practical Application / Scenarios / Role Playing / Interaction 1 6.7GRP Whole team vs. independent squad exercises 1 6.7ASP Afghan Systems (Organization, functions, processes) 1 6.7N/A Not Applicable 1 6.7

Additional Training DesiredCode Category Number PercentLNG Language 4 25.0MIS Mission Specific (AO, AA's, ORA's, POC's) 4 25.0CUL Culture 4 25.0SEN Practical Application / Scenarios / Role Playing / Interaction 3 18.8ASP Afghan Systems (Organization, functions, processes) 3 18.8REP Reporting Requirements, Procedures 3 18.8TRN Train the Trainer 2 12.5TRP How to Utilize Interpreters 2 12.5FWP Foreign Weapons 1 6.3RND Sessions, roundtables with recently returned advisors 1 6.3COM Communication Assets 1 6.3TAC Tactics / Combined Ops 1 6.3BAT More Interaction with Parent Battalion 1 6.3

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Comment Tabulations3/5 Advisor Teams

Deployed Sep 2010 - Apr 2011

Barriers to Mission Accomplishment & RecommendationsCode Category Number Percent

ACM Afghan Culture & Mindset 6 37.5

KSA Preparedness: Knowledge, Skills, Abilities 5 31.3

CUL Cultural Competency & Understanding 4 25.0

MAT Materials, Equipment, Supplies, Logistics 3 18.8

ASP ANSF Systems & Processes 3 18.8

TRP Interpreter Availability, Limitations 1 6.3

LNG Language Barrier 1 6.3

TUR Team Personnel Changes 1 6.3

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MATIS Comments Regarding Training 3rd Battalion, 5th Marine Advisor Teams : July 2011 MATIS Administration

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Type Rank Most beneficial training Least beneficial training Additional training desired

ETT O4 - O6

Interaction with role players at the ATG (29 Palms) MRX. Forcing us to deal with erratic decision making. More one on one interaction between role players and company advisors would have been helpful.

I MEF ATC training. Much of the classroom instruction was bare bones. Having us operate as a maneuver unit at ATG, while in reality, our 3 man teams acted independently of the Advisor HQ, and worked directly with the ANA company and USMC company.

Additional language and more interaction with interpreters. More of a Train-the-Trainer package. More interaction with our parent battalion in an advisory role.

ETT O1 - O3

PME we developed. Short term augmented staff did not understand reporting processes.

Reporting processes.

ETT O1 - O3

Understanding how to utilize interpreters.

Cultural differences, planning procedures.

Dari, not Pashto language.

ETT O1 - O3

ATC and ATG had redundant training.

More language, communication assets in terms of radios (e.g., VHF). Work with an interpreter.

ETT E6 - E9

Previous billet on an ETT tour in Iraq.

ATC @ Delmar Just dealing with people and manipulating them. Actionable Intel on how the ANA operate - specifically in our AO, not just the ANA as a whole.

PAT O1 - O3

I joined the team during the deployment, so I was unable to participate in pre-deployment training with them, but my understanding is that the language and culture classes were very beneficial, especially for Marines who have never been to Afghanistan.

N/A I think some classes on the processes that the Afghans use (primarily logistics) would have helped. Maybe a little more in detail for SNCOs and Officers coupled with familiarization type of class for the rest of the team. It would help for all levels to manage expectations for ourselves and the Police. It would also help if we knew going in what kind of reports we'd be doing.

MATIS Comments Regarding Training 3rd Battalion, 5th Marine Advisor Teams : July 2011 MATIS Administration

7

Type Rank Most beneficial training Least beneficial training Additional training desired

PAT E6 - E9

Cultural training. Breaking down basic infantry skills to be taught to a foreign service.

The long language classes. Too many variations of the main Afghan dialects to become the least bit fluent in just one. (Classes were all Pashto, 70% of the Police spoke Dari).

Understanding of how AUP logistics process works, managing AUP personnel. More in-depth training of the Tashkiel and reporting procedures for Advisor team senior leadership.

PAT E1 - E5

Working with interpreters. Planning missions/patrols with role players.

More info on our specific AO, i.e., tribes and who our counterparts were going to be.

PAT E1 - E5

The whole pre-deployment training.

Pashto classes. Communicating with locals.

PAT E1 - E5

Being partners during pre-deployment training with Afghan role players.

Dari language course. Only because all our AUP spoke Pashto.

How talking to Afghans in the wrong tone can cause issues while teaching a class.

PAT E1 - E5

Having Pashto speaking role players to help prepare us for the language barrier.

Unknown distance shoots. Developing training packages/schedules for the AUP.

PAT E1 - E5

Role players, due to interaction with culture/language barrier.

Language courses, due to different dialects. Most vocabulary taught to me was never spoken or false.

Actual ANSF cross training here in the states.

PAT E1 - E5

Culture training and history training was most beneficial, because if you show them that you know their history, they respond a lot better to you.

Language training was least beneficial in this case, because you start to pick up the language while you are there with the people.

How to deal with their leadership better, and ways to get them to understand what you want and why it would benefit them.

PAT E1 - E5

Culture classes, ATG, and the training at MOUT town. Learning how to act so they could learn the best and want to learn. Getting hands on with actual Afghans.

ATC. It was too fast. Not enough time to absorb the info.

I wish I had a more in-depth class on foreign weapons, and more info on the area where we were going.

MATIS Comments Regarding Training 3rd Battalion, 5th Marine Advisor Teams : July 2011 MATIS Administration

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Type Rank Most beneficial training Least beneficial training Additional training desired

PAT E1 - E5

The most beneficial training was the ATG training at 29 Palms during Mojave Viper. This training added to prior training by adding more Afghan counterpart exposure. Having Afghan nationals to help us understand more about the mindset and culture of the Afghan population was very helpful.

ATC classes were too short to be effective. I felt the training was rushed.

More language classes. More focus on the culture and operating area that may be expected when we get to country.

PAT E1 - E5

The most beneficial training that prepared my team was the adjustment of dealing with a culture far different from our own. ATG's classes on understanding this greatly increases the toleration of stress and culture shock. It is key to increase the team's understanding of Afghan culture.

ATC was the least beneficial because of the short duration of the class and curriculum. It ATC were to expand in duration and emphasize on language and culture, it would greatly benefit the program.

Increasing the language and culture training would help us out much more. I took the Pashto language class at San Diego State University and it taught me to read, write, and speak Pashto. If that program would be available to a members of future advisors, it would increase the communication between the two cultures.

MATIS Comments regarding Barriers & Recommendations 3rd Battalion, 5th Marine Advisor Teams : July 2011 MATIS Administration

9

Type Rank Barriers to mission accomplishment. Recommendations.

ETT O4 - O6 Overcoming Afghan mindset that broken processes could be fixed, i.e., they have no trust in the supply/logistics system from the company on up. Therefore they are reluctant to submit requests or turn to Advisors to do the work or providing gear/supplies for them.

ETT O1 - O3 Understanding Afghan culture, military dynamics.

Recommendation: Have Marines who just got back from deployment part of ATC, ATG program. A day or two to sit and talk with Marines who were just down range.

The ATC, ATG Marines were Marines who had little to no knowledge or frame of reference on advising. The instructors should be Marines who were on advising teams, not random MOS's who have no idea and just read from the books.

ETT O1 - O3 Lack of desire/laziness of ANA. Resentment of Americans.

ETT O1 - O3 We operated as one big squad during ATG FinEx. Need more scenarios for individual squads.

ETT E6 - E9 The difference in military/society styles. From the get-go, we just operated differently.

PAT O1 - O3 Support was difficult for us because we were in a very isolated location. Standard resupplies of ammo and food routinely had problems that could delay them for up to two weeks. Usually it had to do with flights getting cancelled. The results was that when they rescheduled them, our resupply fell to the bottom of the priority list. At one point, the Police ran out of food, and we had to feed them for about a week. At the district level, because of issues like this and the fact that detainees were released shortly after being sent to the Provincial HQ, there was very little confidence in their higher command.

PAT E6 - E9 Variations in work ethics compared to ours was one of the largest frustrations, causing us to force the AUP to do things instead of them acting based on their own initiatives, which ultimately led to many of the issues we had.

PAT E1 - E5 Patience while working with the ANP. Serviceable weapons and ammunition.

PAT E1 - E5 Emotional setbacks and unwillingness to train. Train the Marines how to deal with being nicer about their feelings.

PAT E1 - E5 The role players had too much knowledge of patrol planning and actual patrolling. It was made easy for our team.

PAT E1 - E5 Lack of discipline or formal leadership training. Their lack of work ethics.

PAT E1 - E5 Beginning relationship with ANP and understanding their culture.

MATIS Comments regarding Barriers & Recommendations 3rd Battalion, 5th Marine Advisor Teams : July 2011 MATIS Administration

10

Type Rank Barriers to mission accomplishment. Recommendations.

PAT E1 - E5 Language barrier. Laziness/unwillingness of Afghan counterparts to train or run operations.

PAT E1 - E5 PAT-2 lost its CO and highest enlisted Marine three months into deployment, due to a change of command out of our AO. Insufficient knowledge of AO, logistics problems with the ANP, and acquiring supplies to help the local population.

PAT E1 - E5 - The lack of proper supplies and logistics from the Afghan government to the Afghan Police was horrible. This created tension between Advisors and Police.

- The Advisor Team did not have adequate weapon supplies such as sniper rifles, explosives, and breaching equipment.

- The lack of proper briefings on the area we were going to and Intel reports greatly reduced our ability to prepare for the Area of Operation.

PAT E1 - E5 Lack of interpreters for classroom instruction periods.

APPENDICES

• MATIS Survey Form

• Marine Advisor Training Enhancement System

Appendix A. USMC Advisor Training Impact Survey Form

Marine Advisor Training Impact Survey

No. Please indicate the level of preparedness of your Transition Team: Not at all prepared

Somewhat prepared Prepared Well

PreparedVery well Prepared

NA or don't know

1. Appreciate and understand the Iraqi culture.

2. Sufficient knowledge about our Area of Operations.

3. Assume an advisory role and mindset.

4. Execute the role of their TT billet.

5. Cultivate relationships with counterparts.

6. Adapt to changing situations.

7. Tolerate stress and culture shock.

8. Communicate with Iraqi citizens.

9. Work with interpreter(s) to communicate with counterparts.

10. Negotiate to reach a mutually beneficial decision.

11. Provide training to counterpart unit(s).

12. Improve ISF planning and logistics.

13. Conduct combined tactical operations.

14. Foster sustainable ISF process improvements.

15. Advance the operational readiness of counterpart unit(s).

16. Work and live harmoniously with other TT members.

What training was most beneficial in preparing you for advisory duty?

What training was least beneficial in preparing you for advisory duty?

What additional pre-deployment training do you wish you had?

A-1

Appendix A-1. Marine Advisor Training Impact Survey Form

Transition Team information for your last deployment as an advisor

Type of Transition Team: Military Transition Team (MiTT)

Police Transition Team (PTT)

Border Transition Team (BTT)

Port of Entry Transition Team (POETT)

Your rank during your Transition Team deployment: E-1 through E-5

E-6 through E-9

O-1 through O-3

O-4 through O-6

WO1 through CWO5

Your TT Unit Number

Your TT Billet

What percent of your time was spent interacting with your Iraqi counterpart(s)?

Less than 1% 26 - 50% 76 - 100%

1 - 25% 51 - 75%

Demographic Information (optional):

Current Rank: Years in USMC:

Your MOS: Your Age:

What problems made your mission difficult to accomplish? Recommendations.

U.S. Marine Corps

Advisor Training Enhancement

The three programs described below have been implemented over the past several years to enhance advisor effectiveness and assess impact in theater. Each has been endorsed by Marine Corps Advisor training commands as instrumental in producing a more effective and successful Advisor force. Cross-Cultural Psychology: Language of the Mind. This course prepares advisors for overseas duty through individual assessment and self analysis to promote psychological adaptation to the counterpart group. Each participant receives a psychological profile that is matched with the counterpart group. Participants learn what they bring to a situation in terms of their own needs and strivings, why they may interpret any situation from a personal frame of reference, and how a counterpart culture may judge their behavior. Better understanding of this interpersonal relationship will reduce the time to build rapport, establish trust and confidence, and promote more effective communication. Applied for Advisor training commands since 2004. Marine Advisor Rapport Assessment Program (MARAP). Field exercises using indigenous role players are considered a primary method in preparing Marine Advisors for assignment overseas. The MARAP is an automated interactive program that allows role players to provide real time feedback to advisor trainees during field exercises. The feedback develops individual and team insight, promotes team cohesion, and reduces the time to build rapport in theater. Implemented at I MEF ATC 2008-2009. Currently applied for MAGTF-TC ATG FinEx. Marine Advisor Training Impact System (MATIS). The MATIS is a systematic method designed to optimize the readiness of Marine Advisors by assuring that training is relevant and current. The system provides quick, comprehensive, and focused feedback to those who implement pre-deployment training and provide in-theater support. During 2008 and 2009, the MATIS was administered to 62 transition teams returning from duty in Iraq. Immediate quantitative and qualitative reports were produced, focusing on training effectiveness, desired training, and barriers to mission accomplishment. Readiness improved significantly in every category of mission preparedness over the period of assessment. Anonymous, all-hands participation assures representativeness and avoids report bias. The challenge is to continually update training to meet the fast paced operational changes in theater.

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